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Factors Influencing EFL Learners’ Lexical Processing Strategies toward Unfamiliar Words
이상교 팬코리아영어교육학회 2012 영어교육연구 Vol.24 No.3
This study investigated factors influencing on EFL Korean learners’ perceptions of or attitudes toward their strategic behaviors in coping with unfamiliar words while reading texts in English. Seventy-nine undergraduate students participated in and responded to the survey instrument designed to answer the research questions for this study. The results showed that overall there was no great variance among the reasons for employing lexical processing strategies: ignoring, inferring, and consulting a dictionary. However, with regard to factors influencing on participants’ employing lexical processing strategies, ‘gender’ was the most significant and influential factor than any factors, such as participants’ level of English proficiency or age. The results also showed that there was no significant factor influencing on participants’ employing both inferring and consulting a dictionary strategies; whereas,‘gender’ had a significant influence on the explanation of participants’ ignoring strategy use. In addition, while there was no significant difference between high and low level student groups in relation to use of both strategies (ignoring and consulting a dictionary); there was a significant difference between two groups in terms of inferring strategy use. That is,participants in the advanced group tended to infer more frequently than those of the low group.
Revisiting Willingness to Communicate
이상교 팬코리아영어교육학회 2013 영어교육연구 Vol.25 No.3
With the rising emphasis on authentic communication in L2 learning, willingness to communicate (WTC) has been considered as an essential field of L2 research. A considerable amount of research has been carried out to explore factors influencing L2 learners’ WTC. Thus,this study attempts to provide a comprehensive review of WTC. As a trait-like predisposition,WTC is defined as a person’s intention to communicate with another person in a given situation,and it is believed to be the best predictor of actual communication approach/avoidance behavior in L2 learning. In an attempt to explain individual differences in the decision to initiate L2communication, MacIntyre et al. conceptualized the heuristic model that describes WTC with cognitive affective variables interacting with social factors. According to the model, the cognitive affective variables include motivation, language attitude, self-confidence,communication apprehension, and personality trait. Although conflicting findings have been reported, studies have shown that of the affective variables, by and large, motivation and self-confidence have direct impact on WTC in L2 learning. Language attitude, communication apprehension, and personality, on the other hand, have an indirect impact on WTC in L2learning. It is also argued that the critical role of each affective variable affecting WTC seems to be influenced by individual differences as well as learning environment. Criticism of WTC and pedagogical implications will be discussed.
NESTs’ Perceptions of Feedback on L2 Writing
이상교,홍신철,전지현 팬코리아영어교육학회 2013 영어교육연구 Vol.25 No.4
The purpose of this study was to investigate native English speaker teachers’ (NESTs’)perceptions of and attitudes toward giving feedback on L2 learners’ writing. Three native English teachers participated in this study. For data collection, the interview of open-ended questions with individual participant was implemented to uncover in-depth opinion. The data were analyzed through content analysis and major themes were identified. The findings of this study revealed that the primary factors (content, language, and organization) influencing on giving feedback seemed to vary among teachers. Second, teachers correct students’ grammar errors selectively. That is, no one addressed that they correct all the grammatical errors. It was also found that the teachers tend to prefer indirect feedback to direct feedback. They reported that through the process of writing, they tried to provide students with self-editing and peer review opportunities as a means of improving students’ work. In addition, the teachers believed that students are making progress in accuracy from draft to draft. Lastly, the teachers have some degree of flexibility upon providing feedback although there is some variation within them.